Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

• Main Authors: Lunenberg, Mieke, MacPhail, Ann, White, Elizabeth, Jarvis, Joy, O'Sullivan, Mary, Gudjonsdottir, Hafdis
• Other Authors: Kitchen, Julian, Berry, Amanda, Bullock, Shawn M., Taylor, Monica, Crowe, Alicia R., Education, Centre for Research in Professional and Work-Related Learning, School of Education
• Language: English
• Published: Springer 2021
• Subjects: Iceland
• Online Access: http://hdl.handle.net/2299/21937

© Springer Nature Singapore Pte Ltd. 2019. This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks and opportunities for professional development and self-study research.In this chapter we firstly map the development of self-study research in Europe which has mainly been the work of individuals and small groups. Then we focus on four countries that are in the forefront: England, Iceland, Ireland and the Netherlands. In all four countries self-study has proved to be a useful and stimulating way to aid the transition from being a teacher - or researcher - to becoming a teacher educator. Self-study methodology not only supported the understanding and development of the teacher education practice, but also led to identity development. Most helpful proved to be working together and mentoring, and sharing results publicly. In this context the role of the biannual S-STEP Castle Conference in England, which offers European self-study researchers to connect with colleagues from North America and Australia, plays an important role.